Distinguish Spring 2018

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from the

DIRECTOR

Dear Friends, Colleagues, and Community Members, Get ready for the 2018-2019 academic year; a year of change, possibilities, and purpose!

The Office of Graduate Studies is busily planning events and professional development workshops designed for our diverse graduate student population. A first for our graduate students: Purdue University Graduate School is opening their online professional development workshops for graduate students at all four Purdue campuses. The online format allows convenient scheduling to fit any life schedule. Watch for information regarding the workshops.

The Office of Graduate Studies is again partnering with the Graduate Student Organization (GSO) to offer interactive workshops that will assist you to refine your presentation skills and social events to encourage connection with adult students who have very different needs from the needs of undergraduate students.

Kettle Hall, room 140 has a designated quiet space for graduate students to meet, relax, or study. Healthy treats are provided by GSO the available to curb hunger pains and nourish your body while you take some time away from the stress of work or class.

The Three Minute Thesis (3MT) contest is coming back and we are adding a second contest, Say It In Six. These contests focus on communicating succinctly and conveying your message to all audiences. You may see similarities with the type of communication known as the elevator speech and maybe - tweets.

Purdue Fort Wayne graduate students (includes students graduating with IU degrees) will participate on this campus and be eligible to participate in the Purdue system contest. For those of you who are not writing a thesis, you can participate in the major project category that we include for non-thesis students. 3MT ™ is an international contest while Say It In 6 ™ is beginning to be known nationally. The number of universities offering this contest is rapidly growing. You will need to say tuned to learn more about these contests.

Lindsey Dutrieux, former GSO president graduated in May with a Master of Public Administration. She accepted a position in the Office of Academic Affairs so she remains a continued resource for graduate students and the GSO. The new President, Chelsea Bihlmeyer and Vice President, Anthony Machette are already planning social events and workshops. Both are Communication majors and conducted an interview of Chancellor Ronald Elsenbaumer for this issue of Distinguish.

Go Mastodons!

Associate Vice Chancellor for Academic Programs and Director of Graduate Studies/Interim Chair of Nursing 2

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contents From the Director. . .......................................................................2

Faculty Spotlight: Dr. Bruce Kingsbury.. .................................4

MasterDon Minute: Featuring Maria Norman . . ....................6

Mastodons in Motion...................................................................8

Q&A With a Graduate Research Assistant:

Featuring Jillian Josimovich.................................................... 10

Q&A With a Graduate Research Assistant:

Featuring Monica Matthews . . .................................................. 12

A Conversation with Chancellor Eisenbaumer................... 14

2018-2019 GSO Officers........................................................... 16

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FEATURES

Faculty Spotlight: Dr. Bruce Kingsbury By:Lindsey Dutrieux

Q: What research are you conducting now?

A: I have several projects underway at the moment.

One major project is an investigation into how to successfully move the federally threatened Eastern Massasauga from one location to another (translocation). This is being conducted in Michigan.

The goal is to move snakes and get them to stay where we put them in case they were in danger where they were, or if we want to contribute them to a population in another place. Another large-scale effort is a survey for Blanding’s Turtles and Spotted Turtles across the state of Indiana. We are learning about where the turtles still exist in the state. The survey data is also being used to help us model the distribution of suitable habitat for those species across northern Indiana. My colleague Dr. Mark Jordan is collaborating with me on this project.

His focus is on the genetic relationships of the populations we find. Yet another large study involves surveying for and radio tracking Blanding’s Turtle and Wood Turtles up in Michigan. We will use the survey and tracking data to learn about their ecology and model habitat use around the town of Grayling Michigan. I have other projects as well, including two projects on mammal and amphibian responses to wetland restoration efforts.

Dr. Bruce Kingsbury Biology Professor, Associate Dean of Arts and Sciences, Director of the Environmental Resources Center

Q: How long have you been a faculty member at A:

IPFW? I joined the faculty in 1992 so, I have now been here for over 25 years.

Q: What is your position, title, and department? What A:

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are your main responsibilities?

I wear several hats. I am a professor in the Biology Department, as well as the Associate Dean of the College of Arts and Science. As the Associate Dean, my primary responsibilities center around faculty and academic program development. I am also the director of the Environmental Resources Center. My responsibilities there include not only conducting research as a professor, but also looking for opportunities for our faculty and students to collaborate with each other and with community partners on research, and on community engagement projects.

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Q: W hat inspired you to do this research? Most A:

influential person/ global impact?

I have always loved the natural world, with a special fascination for snakes. I realized long ago that with all of the ways we impact wildlife populations and habitat, they need our help to avoid extinction. I don’t have a principle inspirational person, but I

have always admired knowledgeable natural historians and herpetologists. My favorite teacher was actually an anthropologist!

Q:

How do graduate students help with the work you do?

A: G raduate students are the backbone of my operation.

There is no way we could do all of the projects without working as a team. They keep me inspired and remind me of why I pursue what I do. Each one of them are field supervisors of their own projects, and many of them supervise undergraduate students and field technicians to get everything done. While I generally bring the graduate students in to do projects that I conceived and found the funding for, invariably they contribute new ideas, solutions and energy to the endeavors we undertake. They are invaluable.

Q:

A: G raduate students are in a spectacular period of

Q:

growth where they learn about the challenges, as well as the excitement, of independent research. They also more fully appreciate becoming truly independent as a person. My advice is to hang in there–work hard, aim high, and you will succeed above your expectations.

Any additional information you would like to share?

A: P urdue University Fort Wayne is a great place to be a master’s student. In our nurturing environment, students can explore their professional passions and find themselves along the way. Go Mastodons! ■

When you were a graduate student, did you assist with research also?

A: W hen I was a master’s student, I conducted my own research on the spatial ecology and foraging behavior of Banded Geckos out in the Sonoran Desert. As a PhD student, I studied the behavioral and physiological ecology of Alligator Lizards. I conceived of the projects myself and did all of the research.

Q:

What is one memory you have as a graduate student that you would like to share?

Dr. Kingsbury holding several Lake Erie Watersnakes

A: I have many great memories of field trips with fellow graduate students that were wonderful. In terms of research, a big moment was realizing that the Alligator Lizard, a big feisty species of lizard that was very easy to find when I was a kid, was actually quite unusual in its tolerance of low temperatures – and people. I ended up studying them for my PhD.

Q:

Any words of encouragement to students on how to achieve success in their research and studies?

Dr. Kingsbury holding two adotpted display animals a Malaysian Box Turtle and a Ball Python

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MasterDon Minute: Featuring Maria Norman By:Lindsey Dutrieux

Master’s of Public Management student and 2018 FWCS Board candidate, Maria Norman

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aster of Public Affairs graduate student, Maria Norman, has been very busy this year–graduating in May 2018, planning her campaign for Fort Wayne School Board, working full-time at Purdue Fort Wayne, and last but certainly not least being a mother to her son, Elijah.

When asked interested her about pursuing a Master’s of Public Management degree, Maria says, “My husband, Amos, really encouraged me to further my education. I was happy being ‘Mom of the Year’ to our son, but Amos saw potential within me that I didn’t even see in myself.

“Kody Tinnel played a key role in how I landed on the MPA. He was a graduate student in the program while we worked together in the IPFW Admissions Office. We would have great discussions about how we were going to make the world a better place. He encouraged me to look into the MPA program.”

Maria was recently honored as one of Fort Wayne’s 40 under 40 and still currently holds her position as member-at-large on the Fort Wayne Community School Board. As a school board member, Maria shares the most challenging part of her position.

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“Attempting to meet the needs of our local community within the constraints of state and federal education policy. While the school board certainly does play an important role in the district’s operations, congress and the general assembly dictate much of what happens every day in our schools. Sometimes school board members can get the brunt of parent or student frustration over concerns, even those outside the control of the local school system. Despite the challenges and complexity of public education in Indiana, FWCS teachers and staff make the most of what they have to provide a quality experience for our students.”

Through the challenges Maria finds many rewarding aspects of working for the public and serving for a brighter future for Fort Wayne’s students, “It’s hard to pick one thing but I do genuinely enjoy visiting the buildings. I absolutely love to see teachers in action and I love to see our students excited about learning.

We also spend the first part of each board meeting celebrating the successes of students and staff throughout the district. We have students getting millions of dollars in scholarship money, graduating with associates degrees and certificates, winning national competitions, and representing Fort Wayne at conferences all over the country. This is all the hard work and dedication paying off, it’s a joy to see. Last thing, because I could go on and on, I love to shake all the hands of our graduates after they receive their diploma at graduation. I remember graduating from high school and it was a big moment for me and my family.”

Norman says what inspired her to run for school board was the confidence she gained through her Master’s program.

That is what made her feel as though she really had a shot at getting the vacant seat, saying, “I have always known that I have the heart of a public servant, I just didn’t know exactly what to do with it. While trying to find my footing that first semester I spoke with Dr. Aitalieva about research paper topics and she asked me what I was interested in and I said education. From that point on my entire Master’s degree has been about public education – how it’s funded, accountability, vouchers, high stakes testing, charter schools, and legislation regarding public education. At the time I wasn’t sure what I was going to do with all the knowledge that I acquired, but when an FWCS board member retired early leaving a vacant seat, I

So, what advice does Maria have for students who wish to work as an elected official?

“Do your homework, when it comes to serving the public there are so many rules and regulations, it can be overwhelming. Where does the money come from? How can we raise more money? Do we need to measure if a program was successful? Who do we answer to – a board, the mayor, the state legislators? Public service is not for everyone and you don’t go into the field because it’s lucrative, you do the work to better your community and serve the people. Get involved, most of the work that public officials do is open and accessible to the public. Attend a board meeting or watch it live Online, read about what is going on in your community, how do the decisions being made effect you and others in your community.”

knew my time had come.”

Maria and son Elijah pose for Maria’s 2018 campaign photos

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Mastdons in Motion Michele Lash and Amy Cox, current Educational Leadership graduate students, serve as junior researchers with Dr. Laura Link, Assistant Professor of Educational Leadership in the Department of Professional Studies. Michele and Amy support Dr. Link’s research-practice partnerships with Northwest and Southwest Allen County Schools by helping to facilitate instrument design, survey administration, data analyses, information mining, data formatting, assessment pilots, and more. They are also co-authoring a manuscript with Dr. Link titled A Research-Practice Partnership: Two school districts and university team up to offer a promising professional learning codesign that details their work with local Fort Wayne area schools.

Michele Lash (Striped shirt) and Amy Cox (far left with glasses) at IPFW’s Sponsorship Day at Science Central facilitating The Grading Game with children and their parents

Additionally, Michele, Amy, and Dr. Link recently co-facilitated a hands-on activity for all ages called The Grading Game at IPFW’s Sponsorship Day at Science Central. The Grading Game illuminates their research-practice partnership work on assessment and grading that turns the public into “teachers” assessing different products to determine levels of performance, much like the work of classroom teachers. Both Michele and Amy will graduate from IPFW in May, 2018, with K-12 administrative licenses and well-equipped to serve as school leaders.

Amy Cox is originally from Iowa City and Michele Lash is from Kendallville Indiana. When asked whay they chose to assist Dr. Link with her research, Lash responded, “Dr. Link has been a fantastic professor of several graduate courses I have had the pleasure of taking at IPFW. She began working via a research practice partnership with the school district I am currently teaching in, providing training on mastery learning, assessments, and grading practices. The research carried out in the district closely paralleled coursework at IPFW, so it made sense to partner with Dr. Link as a junior researcher.” Cox knew she was going to be doing research as a gradauate and knew that Dr. Link was part of the research practice partnership in her district, “Dr. Link had proven herself to be an engaging instructor as my professor in a variety of classes at IPFW and it was an easy decision to join her as we approached the research portion of our course work. As the time approached I was excited to learn that I would be a part of her team, acting as a junior researcher. Being a part of this project let me be both a practitioner and junior researcher.”

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When asked what it is that they do in the lab to assist with research Lash says, “My classroom is my lab! Being afforded the opportunity to carry out authentic research in my classroom has been extremely beneficial to myself and my students. We have worked together to create, implement, modify, evaluate, and assess different strategies to help students reach mastery in the courses I teach. Dr. Link provides the basic template for the research, then I and several other teachers work to develop the best ways to help students reach mastery, collecting data along the way. Mastery Learning is about giving students the opportunities to show that they have grasped the material.

It’s about using formative assessments purposefully; as an instructional tool. If a student does not show mastery after taking the first formative assessment, he/she completes corrective work. After completing the corrective and receiving more instruction, the student takes the second formative. The data that is collected tells the teachers if mastery is happening with more frequency with this technique. Students that show mastery after the first assessment completes an enrichment activity and does not take the second formative, this student has already shown understanding of the material. As practitioners, teachers administer assessments, collect data, and share the results.

“Participating in research has made me realize how useful it can be and how it can provide me with a focus on how specific ways to improve my instruction. Through this research process I have worked on the assessments that I administer and am reflecting on how to use assessments as an instructional tool.” says Cox. When asked what the most rewarding part of their reserach is Cox replied, “Really using the research in my class has been the best part. Collaborating and coming up with ways to implement mastery learning as a school has been fascinating. Dr. Link has brought an amazing opportunity to our school district and I am glad that I was a part of it.” Lash believes that the most rewarding part of her research is, “ figuring out methods that actually do help students improve their achievement. Helping students gain confidence and reach mastery through new strategies empowers them to work hard and keep trying.

This research has given me an opportunity to try something new and meaningful that has resulted in so many positive outcomes. The best reaction by one of my students was when they realized that through this new approach the goal was to actually learn the material, not just get a grade and move on. They started taking more responsibility for their learning, and realized they could master anything if they worked hard enough. They also knew I would be right there, working along with them. They really enjoyed being a part of the research.

Another big reward for me was building new relationships with both professors and classmates. Learning from others and having their support has been so valuable!”

After gradauation both Lash and Cox will contiunue to be educators, some advice they have for undergraduate students thinking about graduate school and/or assisting with research is, “No matter what, take advantages of the opportunities that come your way! Working with professors in a different arena can be incredibly rewarding. I am very thankful to the professors in the educational leadership program in general, and specifically Dr. Link for allowing me to take part in her research!” Lash agrees and adds, “Follow your passions. Do something you get excited about and want to explore and learn more about, then go after it! There will probably never be the perfect time to start graduate school, so just go for it!”

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Q&A With a GRA!

Biology Graduate Student Jillian Josimovich

Q: Where are you from?

A: Elkins, West Virginia Q: A:

Under graduate degree and university?

B.A. from Vassar College

Q: A:

Why did you choose this research project?

I am very interested in applied conservation research that focuses on reptiles, and I wanted to work on a project that was fully funded. This project fit all of those criteria. That I could gain experience working with imperiled, venomous snakes was even more incentive.

Q: What are you doing in your lab/ how are you assisting with research?

A: I am a graduate research assistant studying management techniques for a federally threatened rattlesnake species, the eastern massasauga. I helped conduct the research by collecting, organizing, managing, and analyzing data, directing field technicians, applying for permits, writing reports, presenting findings at conferences, and so on. I am hoping to formally publish on my thesis findings in the future.

Q: Describe the research you are working on briefly. Did you always want A:

to do research?

I have been investigating whether or not soft-release translocation is a useful management technique for moving eastern massasaugas from areas where they or humans might be in danger. Wildlife often do not do very well when they are moved to new areas that they are unfamiliar with because they can make erratic movements away from the new location that may put them more at risk of being killed. Softrelease is a method where you keep animals in an outdoor enclosure at the release site in the hopes that it helps the animals to acclimate to the new environment better, thereby limiting such movements and increasing survival. Thus far, it seems that soft-release may not substantially improve the survival of eastern massasaugas after they are translocated, as they do not exhibit higher survival or different movement behavior than snakes that are immediately released after being moved.

I did not know that I wanted to do research until I was an undergraduate at Vassar College, where I was fortunate enough to get to work on some projects that made me realize that wildlife research was a career possibility. I have been fascinated by reptiles ever since I was a little girl, but I realized that I wanted to become a herpetologist while studying abroad in Australia during my junior year of college.

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Graduate Research Assistant, Jillian Josimovich, using radio-tracking to find snacks in the field

Q: Do you have any publications/posters/links you would like to share in this article?

A: Yes, more information about our research is availableon the Environmental Resources Center’s website.

There’s also the U.S. Fish and Wildlife’s factsheet on eastern massasaugas.

There is also a link to a poster that I presented and won an award for at the Joint Meeting of Ichthyologists and Herpetologists in Austin, TX in July 2017.

There is also a recent publication from our lab on a related topic, snake fungal disease.

Q: What are some challenges you have in your research or A:

studies that you face?

F or a large portion of our field season we have to be out in the field every single day radio-tracking snakes and looking for new individuals to add. The fieldwork can be very exhausting, and it can be demoralizing at times when you don’t find any new individuals. Also, eastern massasaugas became federally listed as a threatened species by the U.S. Fish and Wildlife Service partway through this research. We suddenly had to apply for many new permits to continue our work, which was somewhat stressful. In the end we succeeded, and it was a

Josimovich tracking the eastern massasauga rattlesnake species in the woods

Q: W hat is the most rewarding part of your research? Tell us of a time you felt accomplished either in your studies or A:

Q: A:

doing your research.

O ne of the most rewarding parts of the research was when I succeeded at teaching myself how to do statistical modeling to calculate snake survival estimates so that I could compare my experimental treatment groups. One of the primary reasons I wanted to go to graduate school was to learn how to do more statistical analyses, and this process helped me gain more confidence in my quantitative abilities insofar as I realized I can teach myself nearly anything if I am passionate enough about the research.

What are your plans after graduate school?

I plan on working for U.S. Geological Survey as a biologist in Everglades National Park studying invasive reptiles.

Q: What is some advice you would give to undergraduates thinking about graduate school/assisting with research?

A: I n my opinion, the more research experience you can get before attempting graduate school, the better. This will help you develop important skills and determine what research you are interested in, and just as importantly, not interested in. You want to make sure that you are extremely passionate about the project that you are going to commit to because that is what will sustain you more than anything throughout the process. Also, you will be very busy with your research and may not have a lot of free time, but don’t take the other students in your department for granted. They know what you are going through better than anyone else and can be phenomenal friends and support systems, so try to take the time to get to know them.

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Q&A With a GRA!

Biology Graduate Student Monica Matthews Q: Where are you from?

A: Gilroy, CA, South part of the San Francisco Bay Area

Q: D escribe the research you are working on briefly. Did

Q: U ndergraduate degree and university?

A: : B.A. in Politics from UC Santa Cruz

A: I wanted to know how to characterize high-quality

Q: W hy did you choose this research project?

A: Rattlesnakes! The word “rattlesnakes” was literally what caught my eye in the posting that Dr. Kingsbury made on a job board. I had to apply.

Q: What are you doing in your lab/ how are you assisting with research?

A: Our job within our lab during the spring is to observe Eastern Massasauga behavior; Jill focused on the way that Eastern Massasaugas react to being translocated. I focused more on the behavior of Eastern Massasaugas in-situ, or in situations we are not doing anything that should alter their behavior. To accomplish this, we have to surgically implant radio transmitters under the skin of the Massasaugas. A trained veterinarian conducts the surgeries, with our assistance. These radio transmitters allow us to track the snakes and observe their movements, as well as any noteworthy behaviors they might exhibit, like mating, hunting, etc.

A: Our job within our lab during the spring is to observe Eastern Massasauga behavior; Jill focused on the way that Eastern Massasaugas react to being translocated. I focused more on the behavior of Eastern Massasaugas in-situ, or in situations we are not doing anything that should alter their behavior. To accomplish this, we have to surgically implant radio transmitters under the skin of the Massasaugas. A trained veterinarian conducts the surgeries, with our assistance. These radio transmitters allow us to track the snakes and observe their movements, as well as any noteworthy behaviors they might exhibit, like mating, hunting, etc.

you always want to do research?

Eastern Massasauga habitat as well as how roads might impact their movements. Being able to characterize habitat on behalf of an animal like the federally “threatened” Eastern Massasauga allows us to delineate what areas are most valuable to the species, and therefore allows you to preserve that area to ensure the long-term survival of the species. Similarly, it allows you to enhance the quality of lower-quality habitat, with the hopes of increasing the available habitat for the species to use.

I have not always known I wanted to do research. As you probably noticed with my Bachelor’s degree, I didn’t even always know I wanted to be a scientist – not that scientists are the only researchers out there.

Nonetheless, I have always been completely fascinated by science, wildlife and nature. Research is something that is extremely important to me, though I do not think I would put it in so many words. I would more say that learning and teaching are both crucial life-long goal of mine, and that I accomplish that goal through conducting research. The process of conducting research is by definition, learning on the cutting edge, so in that sense, I hope to also be a life-long researcher.A: Q: Do you have any publications/posters/ links you would like to share in this article?

Veterinary surgeon, Dr. Phil Robinson, administering anestheic to Eastern Massasauga for transmitter implatation

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A: I do not – yet! I hope to get started on the publication process in the next few months.

Q: What are some challenges you have in your research or studies that you face?

A: A lot of science, especially conservation science, feels like a race against the clock. There are a number of success stories, with condor conservation and black-footed ferret conservation, but meanwhile other species are declining and the solutions to their declines are not always apparent, and sometimes do not even seem possible. It can feel very overwhelming.

Q: W hat is the most rewarding part of your research?

Tell us of a time you felt accomplished either in your studies or doing your research.

A: Truly, finishing my thesis feels fantastic. More important than that, it feels very uplifting that the findings within my thesis could positively impact the snakes. I have not published it through a peer-review process, but I would like to soon.

Q: W hat are your plans after graduate school?

Photo of Eastern Massasauga taken at the research field in Michigan

A: I will be finishing up the translocation study and after that, I would like to continue to add some research tools to my tool belt, including if possible lab techniques. The subject of my thesis in a very broad sense, is the landscape ecology of the Eastern Massasauga. Landscape genetics, or the study of how patterns such as roads and suitable habitat affect population genetics, can be extremely informative when it comes to assessing the landscape ecology of a species.

Q: W hat is some advice you would give to undergraduates thinking about graduate school/ assisting with research?

A: It sounds obvious, perhaps, but my advice is to get out there and start conducting research. Take any opportunity you can to help out with research, to be a technician for a project, and especially to design and execute your own project. It can be hard to volunteer, as I realize some of us have bills to pay, but if you can fit it into your schedule, take any opportunity to volunteer for anything related to research or working in the field that interests you.

There are 11 snakes with implated field transmitters, currently though, this study has a total of 88 snacks being tracked

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A Conversation with Chancellor Eisenbaumer By: Chelsea Bihlmeyer and Anthony Machette

On a bight, spring day the President and Vice President of the Graduate Student Organization (GSO) (myself and my esteemed colleague, Anthony Machette) had the unique and exciting opportunity to meet and talk with our new Chancellor, Ronald L. Eisenbaumer. Chancellor Eisenbaumer greeted us with pleasant conversation; asking us about ourselves, our interests, and areas of study. We were taken aback–we were supposed to be the ones asking the questions around here! This is to say, Chancellor Eisenbaumer is a very affable character.

When we started getting down to business, the Chancellor wanted to know who we (GSO) are and what we were doing in his office–that is, why were we interested in interviewing him. We explained that we are a group of graduate students who sit in on the board meetings and help organize events related to graduate student entertainment and education. We are in the unique position of being the middle men between the bureaucracy and the students.

We wanted to get to know our new chancellor and his view on the future of the graduate school, so we asked him a few questions.

GSO: What makes IPFW unique to other area or statewide schools?

Chancellor: It’s that day to day interaction with faculty, or it’s that you have a project that you’re working on and then you come back and you get assessed, or you have your interaction with your faculty member on how you’re doing with your project; getting the appropriate guidance if you run into a brick wall someplace or you get stuck with something and you’re not sure how to deal with an unknown situation. Really what you have is a much tighter interaction with your faculty. They are very willing to spend time with their students and help give you the mentoring and guidance that you need. That can help you 14

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get completed a little bit quicker, but at the same time, it really gives you the tools that you need to build on. You’re not making ten mistakes until you finally find the solution.

You’re making one or two and then you’ll get some guidance and say, “Okay, now I see” and you’ll understand how to think differently–so the process can be much better.

That’s what I really like about this institution.

GSO: What types of resources do you want to offer graduate students at IPFW? Chancellor: The most important resource is access to faculty. There is nothing more important than that. That is where the learning occurs. To the extent that we can get grants, that’s the next level. That is not a big thing on this campus, but it could potentially be an area. As we grow in student in population and as we grow with our faculty ranks, we will start bringing in faculty that have more scholarship and research expertise. So, I think we will start seeing that aspect of our graduate programs growing over time. Getting more extra funding for what we do. That’s a key focus in the future.

GSO: What are some of the biggest challenges for the grad program that you are going to work to overcome?

Chancellor: Just like all other graduate programs, a challenge is to make sure that the graduate programs are relevant. We need to keep watching what is evolving, what are the needs for graduate students, what are the skillsets that are society is looking for? And then we must be nimble enough that we can modify our programs to meet those needs.

Keeping programs relevant is important. Keeping students at the forefront of new disciplines and new technologies is critical in terms of their skillsets that they develop and their employability. That is very important to us. So we are looking at constant improve in our programs.

Fort Wayne Chancellor Ronald L. Elsenbaumer

GSO: What are some of the greatest strengths of the graduate program?

GSO: What are you most excited about, coming into this position at such a unique time for IPFW/PFW?

Chancellor: The strength of the graduate programs is the faculty/student interaction. It is that synergy that we develop. I think another strength of our programs is the connection with our faculty to the community. Having that connection makes the program grow. It also gives students opportunities to look at what their future might be outside of the institution and have an opportunity to explore those as well. That is important–the community connection and keeping the programs relevant. Seeing what is needed in our society, what is needed in our corporate world, what’s needed in our civic environment and hopefully having an opportunity to use those as launching pads to actually keep your career here and get gainful employment and live and work and play here.

Chancellor: What has always driven me as an individual is being able to help others. Basically, transform lives. I came from a family where nobody ever went to college and nobody really knew what college was. Nobody understood the value of college. I figured it out myself. After actually graduating, I looked back and I said “How’d that happen?”

How that happened was that I decided to get a college education.

We really want to pay attention to where we reside. We are a regional campus. We are a metropolitan campus.

We are supposed to be responding to our community.

We have so many industries here: companies, nonprofits, and civic organizations. What are they looking for? What kind of skillsets do they need? I’m hearing every day about things that they need and want. Some of which we have, some of which we could create. We started that with our response to the insurance industry here with the actuarial science programs. We are trying to develop more students with actuarial and predictive analytic capabilities. So we developed a program and we are now graduating students in that program.

50% of our students, right here today, are first generation college students. That’s 50% of the student population that we are changing the dynamics of their lives. They had no guidance in what college would mean for them. They look the leap of faith themselves. Academic institutions have a huge multiplier effect because it’s not just the graduate.

It’s all of the people around that graduate for generations to come. Not just for subsequent generations, but their sisters and brothers will be seeing things happen and say “Hey, I want some of that too. I want to do that.” This is what we do. We provide a pathway to be successful in transforming their life. That’s why I’m doing this. It happened to me so I want to help so many other people.

It’s hard to have that kind of impact in anything else you could do.

Anthony and myself left this interview pleasanlty surprised with the enthusiasm of Chancellor Eisenbaumer. We left the interview saying to each other that Chancellor DI S TI N G UI S H

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Get to know your Graduate Student Organization

2018-2019 Officers Q: A:

Where did you get you undergrad, what degrees did you receive?

I graduated with a degree in Communications and a minor in Studio Art from the University of Missouri - Kansas City.

Q: A:

Where are you from?

I grew up in the Ozarks, but Kansas City is my home base.

Q: What are some things you like to do? Hobbies?

A: I love to cook. My favorite ingredient is cheese, my favorite herb is lavender and my favorite spice is a tie between cayenne and cardamom. I also make zines and various art things, am addicted to reality tv, and go on day trips.

President Chelse Bihlmyer

Q: A:

Why did you choose to be a GSO Officer?

I never do anything unless I am insanely invested in it (which is not always a good thing). But, in this case, I had the opportunity be more en-gaged in the grad school experience. By taking on the role of GSO president, I could start to get involved with not only the academics of graduate school, but the political and communal aspects of it.

Q: A:

Where did you get you undergrad, what degrees did you receive?

I received my undergraduate degree from St. Cloud State University, in St. Cloud, Minnesota. My degree was in Communication Studies with a minor in Intercultural Communication.

Q: Where are you from?

A: I am originally from Kendallville, Indiana but more recently had been living in Taipei, Taiwan and Melbourne, Australia before moving to Fort Wayne to attend graduate school.

Q: A: Vice President Anthony Machette

Q: W hat motivates you? This could be what motivates you to finish your degree, get A: Q: A:

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What are some things you like to do? Hobbies?

I enjoy being outdoors and traveling with my wife.

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out of bed in the morning I’m motivated by the opportunity to help others. As a graduate teaching assistant, I have the chance to make a positive impact in the lives of my students.

Why did you choose to be a GSO Officer?

I chose to serve a GSO Officer for the chance to see things from the other side. As a graduate student, we have a limited perspective of how things work. Additionally, I felt that serving as a GSO Officer would give me an opportunity to bring more resources to graduate students across campus.

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Office of Graduate Studies Indiana University–Purdue University Fort Wayne 2101 East Coliseum Boulevard Fort Wayne, Indiana 46805-1499 Kettler Hall (KT), Room 140 Telephone: 260-481-6145 Fax: 260-481-0347 Email: graduate@ipfw.edu Office Hours: Monday–Friday, 8 a.m.–5 p.m.

DISTINGUISH IPFW is an Equal Opportunity/Equal Access University.

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